Assessment for Instructional Decisions
In a Multi-Tier System of Supports
Deborah McVey
Project SPOT
dlmcvey@usd497.org
www.projectspot.org
Training Materials made possible by:
Student Support Services Team (SSS) of
Kansas State Department of Education with IDEA Part B Funds
Content and Materials by:
Project SPOT (Supporting Program Outcomes & Teachers)
Materials and web sites discussed in this training are available at:
www.projectspot.org/assessment_notebook
Additional information and materials are available online at the main web site:
www.projectspot.org
or at:
www.kansasmtss.org
Websites Related to Assessment
www.abcteach.com
www.aimsweb.com
www.balancedassessment.concord.org
http://dibels.uoregon.edu
www.fcrr.org
www.fcrr.org/forf_mazes/
www.indiana.edu/~reading/ieo/bibs/readassess.html
www.interventioncentral.org
www.ira.org
www.kansasreadingfirst.org
www.kerc-ks.org
www.k8accesscenter.org
www.nifl.gov
http://pals.virginia.edu/
www.progressmonitoring.org
http://reading.uoregon.edu
www.readwritethink.org
www.sedl.org/reading/rad/chart.html
www.starfall.com
www.studentprogress.org
www.testquiz.com
www.texasreading.org
www.thatquiz.com
Project SPOT
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MTSS ASSESSMENT SUMMARY
Six Critical Features of MTSS
– Leadership and Empowerment
– Assessment
– Curriculum
– Instruction
– Data-Based Decision Making
– Procedural Integration and Sustainability
MTSS Assessment Components
• Comprehensive Assessment System
• Assessments are Valid and Reliable
• Adequate Capacity for Assessment System
• Decision Making Rules are Clear
MTSS Comprehensive Assessment System
Four steps in developing a comprehensive assessment system:
• selecting specific assessments for screening, diagnostic, progress monitoring, and
outcomes,
• determining who will conduct the specific assessments (and providing
professional development if needed),
• developing and following an assessment schedule/calendar, and
• establishing a data management system
Technical Adequacy
Review the research and evaluate whether each assessment is:
• reliable
• valid
• scientifically based
Decision Rules
Teams need to document and consistently follow decision rules regarding:
• Access to supports
• Changing supports
• Intensifying supports
• Exiting supports
Project SPOT
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Four Types of Assessment
1. _____________________ (sometimes called ______________________________)
•
____________________________________
–
–
–
•
Must indicate skill in an area
Must be quick and easy to give to large numbers of students
Results need to rank the students so that those who are doing poorly may
be identified
_____________________________________
–
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Verifies results of universal screening
May collect a larger skill sample in order to help judge what domains are
problems
2. ____________________________________________________________________
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Must give specific information about the student’s skill or knowledge
Must focus on sampling student work in ways that are instructionally
relevant
Must lead to decision-making for instructional planning
Often include analysis of student errors
3. ____________________________________________________________________
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–
–
–
Must be very sensitive to student learning
Must be quick and easy to use over and over again
Must accurately and immediately reflect the impact of instructional efforts
Must be useful for comparing the efficacy of different forms of
instruction, allowing teachers to design more effective individualized
programs (formative assessment)
4. _____________________________________________________________________
–
–
Project SPOT
Determines if students are meeting expected standards
Determines instructional program effectiveness
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Instructional Question
Flow-Chart
Instructional Question #1:
Are they on track to achieve benchmark?
Assessment Type:
Screening
YES
Continue in core program
NO
Verify accuracy of screening results.
NO
Continue in core program
YES
Instructional Question #2:
What supplemental support beyond core
program does the student need?
Assessment Type:
Diagnostic
Provide Supplemental Support
Instructional Question #3:
Has the student made progress?
Assessment Type:
Progress Monitoring
NO
YES
1. Progress sufficient for
student to return to core
program.
2. Progress made but
student needs to
continue intervention.
Change in intervention OR select a more
intense intervention
Consider if additional diagnostic
assessment is needed to determine which
action needs to be taken.
Project SPOT
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Elementary Reading Assessment Grid
Reading Area
Phonemic
Awareness
Phonics
Fluency
Vocabulary
Diagnostic
Phonemic Awareness Skills Test
(PAST)
Early Reading Diagnostic
Assessment (ERDA)
Texas Primary Reading Inventory
(TPRI)
Comprehensive Test of
Phonological Processing (CTOPP)
Quick Phonics Survey (QPS)
KRA Word-Analysis Survey
The Nonsense Word Test
ERDA
TPRI
Test of Word Reading Efficiency
(TOWRE)
Words Their Way spelling inventory
KRA Rubric
Checklist
3-Minute Reading Assessment
Gray Oral Reading Test (GORT)
Diagnostic Reading Assessment
(DRA)
TPRI
Antonyms/Synonyms (W-J III)
Test of Language Development
(TOLD)
Test of Word Knowledge (TOWK)
Cloze for specific part of speech
Word definitions
Comprehension Retell Rubrics and Checklists
KRA Rubrics:
Narrative Text Retelling
Expository Text Summary
GORT
Cloze
DRA
ERDA
Project SPOT
Screening &
Progress Monitoring
Dynamic Indicators of Basic
Early Literacy Skills
(DIBELS) Initial Sound
Fluency (ISF), Phonemic
Segmentation Fluency (PSF)
AIMSweb PSF
DIBELS Nonsense Word
Fluency (NWF)
AIMSweb Letter Sound
Fluency (LSF), NWF
DIBELS: Oral Reading
Fluency (ORF)
AIMSweb ORF
CBM ORF (local norms)
3-Minute Reading
Assessment
Dolch words
Fry words and phrases
San Diego Quick
Assessment
Peabody Picture Vocabulary
Test (PPVT)
Expressive One Word (EOW)
AIMSweb Mazes
CBE Maze
3-Minute Reading
Assessment
5
Secondary Reading Assessment Grid
Reading Area
Diagnostic
Comprehension 
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Vocabulary
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Fluency
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Decoding
(includes text
reading
accuracy,
phonics, and
phonemic
awareness)
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Kansas Reading Academy
Rubrics: Narrative Text
Retelling, Expository Text
Summary
Curriculum Based Evaluation
Maze
Gray Oral Reading Test
Cloze test (several sources)
Diagnostic Reading
Assessment
Secondary Reading
Assessment Inventory
Antonyms/Synonyms (W-J III)
Scholastic Reading Inventory
Peabody Picture Vocabulary
Test (oral receptive)
Expressive One Word (oral
expressive)
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Kansas Reading Academy
Fluency Rubric
Checklist
3-Minute Reading Assessment
Gray Oral Reading Test
Diagnostic Reading
Assessment

Running Records
Kansas Reading Academy
Word-Analysis Survey
Test Of Word Reading
Efficiency (TOWRE)
C-TOPP
Yopp-Singer Test of Phonemic
Segmentation
Phonological Awareness Skills
Test
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Project SPOT
Screening &
Progress Monitoring
MAP
AimsWeb Maze
Curriculum Based Evaluation
Maze
Mazes from Florida Center
for Reading Research
3-Minute Reading
Assessment
Scholastic Reading Inventory
Dolch words
Fry words and phrases
San Diego Quick
Assessment
Vocabulary in content areas
Cloze test for single specific
part of speech
DIBELS: Oral Reading
Fluency
AimsWeb Oral Reading
Fluency
3-Minute Reading
Assessment
Oral Reading Fluency from
Florida Center for Reading
Research
Text Reading Accuracy
Quick Phonics Survey (QPS)
DIBELS Nonsense Word
Fluency
AimsWeb Nonsense Word
Fluency
The Nonsense Word Test
The Names Test
DIBELS Phonemic
Segmentation Fluency
AimsWeb Phonemic
Segmentation Fluency
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